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Assessment policy internationally places significant importance on the use of assessment criteria across all subject areas. However, in order to ensure effective use of criteria, it is critical for teachers to develop an in-depth understanding of them. This paper reports on a study of a range of Australian Science teachers' views and uses of criteria in practical work. Six Science teachers working in secondary schools across Sydney were interviewed, their classroom activities were observed, and the data obtained were analysed using a qualitative constant comparative method. The findings indicate that despite the emphasis on Assessment for Learning (AfL) in assessment policy in Australia, teachers generally consider criteria as a marking tool, for Assessment of Learning (AoL), rather than a learning instrument. Consequently, they use criteria exclusively as a framework for assigning grades. This paper argues that teachers need to consider the use of criteria from a learning perspective in addition to its other multipurpose functions. [ABSTRACT FROM AUTHOR]

Despite recent efforts to support learners from traditionally minoritized backgrounds in mathematics, inequities in math achievement and participation still exist, particularly for women and people of color. Additionally, much of how math is taught in schools aligns with a particular epistemology that comes from western mathematicians and philosophers. While a strong link between weaving and mathematics has been established, fewer studies explore the possibilities of this link for supporting youth's pluralistic engagement with mathematics in educational settings. Thus, we ask: In a making-focused intervention designed to expose youth to the mathematical practices inherent in weaving, how do student-created artifacts showcase learning? In this paper, four cases demonstrate how middle-school youth learning to weave and learning through weaving experimented or leveled up their planned or implemented designs. Their learning processes showcase engagement with mathematics that mirrors that of more experienced weavers. Making visible the mathematical engagement that youth undertake through weaving may be a step toward building frameworks and classroom activities through making that work to combat these disciplinary issues. [ABSTRACT FROM AUTHOR]

This paper proposes a deep learning-based activity recognition for the Human–Robot Interaction environment. The observations of the object state are acquired from the vision sensor in the real-time scenario. The activity recognition system examined in this paper comprises activities labeled as classes (pour, rotate, drop objects, and open bottles). The image processing unit processes the images and predicts the activity performed by the robot using deep learning methods so that the robot will do the actions (sub-actions) according to the predicted activity. [ABSTRACT FROM AUTHOR]

In this paper, we describe an activity that involves economics and mathematics. It is included in the planning of orientation paths towards university studies within the Mathematical High School Project and is dedicated to students in the last years of high school. In particular, this research will deal with the issue of solving an economic problem using not only real analysis instruments but also geometrical topics concerning Euclidean geometry and topology. Mathematics becomes a language to understand and explain a real life problem, such as determining the optimal position of an airport, a nuclear reactor and so on. Some activities made use of dynamic geometry software and computer simulations. [ABSTRACT FROM AUTHOR]

This paper situates the context of the Aboriginal Voices: The state of Aboriginal student experiences in Australian secondary school project special issue of The Australian Educational Researcher in the wider context of First Nations educational research. It outlines the contribution to scholarship that each of the papers within the special issue makes towards developing a more nuanced, research-informed, and deeper understanding about the current state of Aboriginal education in Australia from the voices of those at the coalface. In doing so, this editorial overview highlights that while racism is still rampant across the education sector, and Aboriginal Peoples continue to face deficit discourses about their being and academic capabilities, a new era of sovereign activism is being mobilised by Aboriginal Peoples, and their allies, to drive educational change. [ABSTRACT FROM AUTHOR]

This is a conceptual paper based on existing literature aiming to provide practical information on designing and implementing activities to promote children's computational thinking. Computational thinking is a relatively new term in early childhood education that refers to a specific problem-solving thinking process involving various logical and analytical thinking skills. Four foundational skills have been identified as core thinking skills of computational thinking: decomposition, abstraction, pattern recognition, and algorithm. We explain these four skills in this paper and their practical applications to teaching and learning in early childhood education. Early computational thinking skills are found in common early childhood activities. This paper identifies activities teachers can use in the classroom to explicitly promote children's computational thinking and provides a new perspective on how to adapt classroom activities to integrate computational thinking. In particular, we emphasize the need to vary the demands of the content in the activity and incorporate computational thinking based on children's needs and development to ensure that children progress through the thinking process. [ABSTRACT FROM AUTHOR]

The teaching effectiveness of China's university design theory course has not undergone any major reforms in recent years to keep pace with new technology, modern teaching methodologies or student expectations. This is mainly due to the traditional approach of emphasizing practice rather than design theory and is inherent in design education in China, a view supported by design major students. The key to solve this problem is to effectively match and link the design theory course with universal practice in the world today. Therefore, endogenous, autonomous, targeted and unique design theory course practice resources and platforms are extremely important. This paper empirically takes the design theory course of "Advertising Copywriting" as the case study and introduces Micro-lecture. This is advocated by China's Ministry of Education to achieve accurate imparting of core knowledge points of the design theoretical contents. At the same time, it combines five new stratified progressive multiple teaching approaches namely: meta-cognitive, self-inspiration, research-discussion, flipped classroom and scholarly exploration to effectively improve the course teaching form and enrich classroom activities. In addition, this paper recommends the implementation of the "Maker" practice including real time projects as well as training Maker ideology. "3M Model: Multiple innovative pedagogies, Micro-lecture and Maker practice" performability creative practical platform application is aimed to fundamentally improve teaching quality management performability and change the less effective present teaching situation of the design theory course with a comprehensive reform of the situational, pluralistic and practical course teaching content, form and structure. It provides a reference for the comprehensive promotion of teaching reform with a detailed case analysis and demonstration. [ABSTRACT FROM AUTHOR]